Abstract:

The "Golden Triangle" intervention program is a blended learning-based program aimed at promoting literacy in middle school students who speak Arabic as their mother tongue in Israel. The program also aims to facilitate teachers' development by including 21st century teaching tools as well as providing continual personal training and supports in coping with hardships arising in teaching. A total of 18 Arabic language teachers who teach in the Arab education system in Israel participated in the study, receiving group and personal training and instruction in the use and transfer of the program to their students. The teachers were given questionnaires and interviews aimed at examining their attitudes towards the program and their personal development following the program, as well as their attitudes towards their students' literacy progress. Findings show the ability of the program to promote diverse teaching strategies and tools, enhance teachers' flexibility and create new teacher-student relationships, which in turn promote students' success, motivation and literacy accomplishments. While the study suggests a positive direction in promoting technological progress and innovation in teaching, and may assist in dealing with teacher burnout, it also further attests to teachers' need for organizational facilities, resources and support as well as peer feedback and personal relationships in training. In light of this, study results may serve to facilitate changes in national educational policies and funding allocation. The study also suggest an effective way in promoting teachers' development in line with the rapid technological advancements and use already prominent with their students, and points the possibility of closing technological gaps between teachers and their students.

Keywords:

Teacher Development, Teacher Training, Language Teaching, Blended Learning, 21st Century Learning, Arabic.